Tag: special educational needs

There’s an amazing video on the National Autistic Society website of Dr Temple Grandin giving a speech. The video is amazing not just because of what she has to say, but the fact that she can say it at all.

Most of us would be pretty scared of addressing a hall full of people, but here is someone who is autistic, for whom communication is particularly challenging, speaking in public at length, fluently and lucidly and with such authority… She’s incredibly impressive. And it just goes to show what someone with autism can achieve with the right kind of support early on.

You can find the video of Temple Grandin’s speech, and some more about her, on the National Autistic Society website.

Temple Grandin: early encouragement, later success

Temple Grandin didn’t speak until she was three and a half, and when she was diagnosed her parents were advised to put her in an institution. They didn’t. They found a speech therapist for her. A childcarer played endless games with her and her sister. In the speech recorded in the video, which took place in June this year in Reading, she says that one-to-one attention is what autistic children need in order to learn.

She gives some insights into what it’s like to live with the sensory perception difficulties that often go with autism: the pixellated vision, the challenges of trying to interpret other people’s apparently super-speedy speech. She also makes the point that autistic children need to be stretched, and looks back to her own fear about going to stay on her aunt’s cattle ranch.

Encouraged to go by her mother, she went, loved it, and ended up forging a career as a designer of livestock-handling equipment, and becoming one of the best-known people with autism in the world. I haven’t seen the film about her (Temple Grandin) starring Claire Danes, but I want to – her story is so inspiring, and Claire Danes is such a good actress, it should make for a great film.

Changes to the system for children with SEN: cost-cutting masquerading as efficiency?

But what about all the children with special educational needs (SEN) who don’t get that intensive help early on? We know that early intervention makes a big difference, but the system for allocating resources to children with SEN in the UK seems to be designed to slow up access to help.

Applying for a statement is a long and bureaucratic process; evidence of need needs to be absolutely watertight, and gathered over time. But once you’ve got a statement, it is legally binding; the level of help identified in the statement has to be provided.

Now the government proposes to sweep the system away. It says it wants to make things better, but there are so many unanswered questions. Will whatever replaces statements also be legally binding?

Ofsted seems to have decided that too many children are labelled as having SEN. How did it decide? Did it ask the parents? And if children need help, they need help, don’t they, regardless of why? Are they going to get it? Or is this really just another cost-cutting exercise, masquerading as improved efficiency?